Download Explaining by Dr George A Brown, George Brown, Ted Wragg PDF
By Dr George A Brown, George Brown, Ted Wragg
Explaining illustrates what rationalization is and what it goals to do. Exploring some of the recommendations open to academics, this e-book deals a mix of actions and dialogue issues in an effort to permit them to accumulate a repertoire of thoughts compatible for numerous events and to guage the effectiveness in their reasons within the school room. The textual content covers such concerns because the use of a suitable language sign up, where of analogies, construction on kid's questions, in addition to coping innovations for potent clarification while the trainer is unusual with the subject material.
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Additional resources for Explaining
Sample text
Were they active or passive? How did they respond to the main ideas and keys? What did they initiate themselves? How did their contributions and ideas affect the development of the lesson? (iv) What was the written work like? Did it appear to have been influenced by the activities that preceded it? If so, in what way? If not, why not? Was the written response what you expected? What particularly pleased you? What disappointed you? What did the children say to you about the activity and their own writing?
Knowledge of subject matter and strategies for explaining are often closely connected. e. e. how to explain the topic), though mastery of subject matter does not actually guarantee clear exposition. Some knowledgeable people, paralysed by the complexity of what they know, are not able to communicate and empathize with those in possession of less knowledge. The lack of knowledge about insects shown by the teacher in the preceding extract was a distinct handicap to clear exposition, simply because he did not know what the main teaching points about insects were, so he could not map them out in his mind or in his planning.
ACTIVITY 9 1 Use the observation schedule on p. 28 in another teacher’s or student’s lessons. 2 Ask the other person to observe you using the same observation schedule. 3 Discuss each other’s lessons and both your observations. 4 Consider how you can improve your own explaining skill. 28 Analysing explanations Clear introduction New terms clarified Apt word choice Clear sen tence structure Vagueness avoided Adequate con crete examples Within pupils’ experience Voice used to emphasize Emphasis by gestures Appropriate pauses Direct verbal cueing Repetition used Main ideas paraphrased Sound use of media, materi als Pattern of explanation clear Parts linked to each other Progressive summary Pace or level altered Opportunity for pupil ques tions Grasp of main ideas checked Pupil commit ment sought Observation schedule for explaining Never Once Sometimes Usually Always Note to observer: tick whichever box you judge as appropriate in each case.